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Descriptors:
Learner Engagement; After School Programs; Foreign Countries; Clubs; Junior High Schools; Secondary School Science; Case Studies; Competition; Student Motivation; Hands on Science; Parent Attitudes; Cooperative Learning; Peer Relationship; Creativity

Abstract:
A case study was undertaken in a junior high school that had won the highest award of the National PowerTech Contest in Taiwan. In the contest, students were required to create their own wooden robot (mechatronics project) in the morning and compete in the afternoon, in order to better avoid the intervention of parents and teachers in the process. The aim of the study was to realize how the after-school club operated to promote the motivation and skills in hands-on creation to win a national competition while advancing learning in science and technology. As a transition model of development, activity theory was used to examine how these developmental processes were structured. In particular, results showed that four major domain strategies were used in the science and technology club (STC): (1) to promote student engagement, (2) to transfer parents' attitudes, (3) to promote peer collaboration, and (4) to enhance expansive learning and creativity. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Middle Schools; Educational Change; Foreign Countries; Educational Improvement; Reflection; Teachers; Leaders; Leadership; Case Studies; Junior High Schools; Academic Achievement; Teacher Improvement; Teacher Collaboration

Abstract:
This article describes the case of a Japanese junior high school that experienced a turn-around in three years from one of the worst schools to one of the best by utilizing lesson study for learning community (LSLC) as a managerial tool. It will focus on how the principal: (i) established a vision of reform, (ii) organized LSLC to involve the entire school and (iii) overcame problems in the process of implementing school reform based on LSLC. The principal placed top priority on making learning more collaborative and on including not only cognitive but also social and ethical aspects. He subsequently implemented LSLC beyond subject boundaries with special attention to joint observation of and reflection on lessons. Further, the principal interacted with the teachers individually and developed both collegiality among the teachers and the capacities of middle-level leaders. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Etiology; Peer Influence; Social Networks; Runaways; Academic Achievement; Social Environment; Probability; Statistical Significance; Correlation; Regression (Statistics); Middle Schools; High Schools; Family Structure; Child Abuse; Junior High Schools

Abstract:
Although peer influence is a salient predictor of delinquency, how it operates in the etiology of runaway behavior is not fully understood. Using data from the National Longitudinal Study of Adolescent Health, this study demonstrates the importance of taking peers into account in understanding the etiology of running away. The findings suggest that peer deviance is strongly associated with adolescents' decision to run away, independent of social network characteristics and their own deviant and conventional behavior, parental attachment, and school bonding. However, the causal process that links peer characteristics and running away remains unclear. More studies are needed to disentangle the underlying reciprocal and interactional relationships among peers, individual behavior, and social contexts such as family and school. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Direct Instruction; Mathematics Instruction; Multivariate Analysis; Mathematical Models; Pretests Posttests; Mathematics; Mathematics Education; Grade 9; High Schools; Junior High Schools; Middle Schools; Secondary Education; Secondary School Mathematics

Abstract:
In a study with ninth-grade mathematics students on learning the concept of variance, students experienced either direct instruction (DI) or productive failure (PF), wherein they were first asked to generate a quantitative index for variance without any guidance before receiving DI on the concept. Whereas DI students relied only on the canonical formulation of variance taught to them, PF students generated a diversity of formulations for variance but were unsuccessful in developing the canonical formulation. On the posttest however, PF students significantly outperformed DI students on conceptual understanding and transfer without compromising procedural fluency. These results challenge the claim that there is little efficacy in having learners solve problems targeting concepts that are novel to them, and that DI needs to happen before learners should solve problems on their own. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Junior High Schools; Equal Education; Dropout Rate; Compulsory Education; Dropouts; Economically Disadvantaged; Rural Areas; Foreign Countries; Counties; Surveys; Correlation; Poverty; Low Achievement; Public Policy; Tuition

Abstract:
Despite requirements of and support for universal education up to grade 9, there are concerning reports that poor rural areas in China suffer from high and maybe even rising dropout rates. Although aggregated statistics from the Ministry of Education show almost universal compliance with the 9-year compulsory education law, there have been few independent, survey-based studies regarding dropout rates in China. Between 2009 and 2010 we surveyed over 7800 grade 7, 8, and 9 students from 46 randomly selected junior high schools in four counties in two provinces in North and Northwest China to measure the dropout rate. We also used the survey data to examine factors correlated with dropping out, such as the opportunity cost of going to school, household poverty, and poor academic performance. According to the study's findings, drop out rates between grade 7 and grade 8 reached 5.7% and dropout rates between grade 8 and grade 9 reached 9.0%. In sum, among the total number of students attending junior high school during the first month of the first term of grade 7, 14.2% had left school by the first month of grade 9. Dropout rates were even higher for students that were older, from poorer families (and families in which the parents were not healthy), or were performing more poorly academically. We conclude that although the government's policy of reducing tuition and fees for junior high students may be necessary, it is not sufficient to solve the dropout problem. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Superintendents; Mothers; Educational Environment; Student Experience; Junior High Schools; High Schools; Personal Narratives

Abstract:
Having his mother serve as superintendent of the junior and senior high schools the author attended in Illinois affected how people treated him. He realizes today that people, at times, like to put blame on others when something else is really what's at fault. That makes the children of the school district's top decision maker an easy target. He prefers to remember the bright side: He always knew when there would be a snow day before anyone else. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Foreign Countries; Cognitive Development; High Schools; Academic Achievement; Acceleration (Education); Junior High Schools; Secondary School Science; Case Studies; Grade 8; Grade 9; Low Income Groups; Thinking Skills

Abstract:
This paper presents research on the effects of a cognitive acceleration intervention in science lessons on low socioeconomic students in a government high school in regional Western Australia. "Thinking Science Australia" is a programme currently being implemented in Australian junior high school classes. The research was conducted for over two years as a case study in one school with students as they entered high school in Year 8 (n = 71). Findings show that significant cognitive gains were made, with concomitant improvement in the state-wide testing in science when participating students were in Year 9, aged 13 and 14. Teachers reported changes to the ways they teach and described the challenges in implementing the intervention programme. (Contains 1 figure and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Activities; School Personnel; Curriculum Development; Foreign Countries; Content Analysis; Obesity; Child Health; Adolescents; Intervention; Food; Prevention; Junior High Schools; Socioeconomic Status; Health Promotion; Barriers; Student Interests; Educational Finance; Qualitative Research

Abstract:
The study's objectives were to gain school personnel's (1) perceptions on diet, physical activity, body size, and obesity, (2) description of school food and physical activity practices, and (3) recommendations for programs to prevent adolescent obesity. The study took place in six junior secondary schools of varying socioeconomic status in Gaborone, Botswana. Using a qualitative descriptive design, semistructured interviews were conducted with key school personnel. Directed content analysis was used to summarize the findings. School personnel believed that obesity was an important problem. They felt that school food was unhealthy and that physical activity was provided insufficiently. Participants shared enthusiasm for a school-based health-promoting intervention that must be fun and include active engagement and education on healthy lifestyles for all students. Participants supported on-site food shop inventory changes and physical activity programs. Potential barriers listed were schools' financial resources, interest of students, and time limitations of all involved. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Networks; Educational Opportunities; Self Efficacy; Immersion Programs; Parent Participation; Junior High Schools; Parent School Relationship; Teacher Attitudes; Qualitative Research; Parent Attitudes; Surveys; Decision Making; Second Language Learning; Cultural Awareness; French; Spanish; Role Perception; Middle Schools

Abstract:
This qualitative study explores how parents decide to enroll their children in one-way immersion programs and how the decision is made to continue in those programs at the middle/junior high school level. A total of 131 parents responded to a survey with open-ended questions about these two decisions. Analyzed thematically and within a conceptual framework of parental involvement, these answers showed that parents at initial enrollment and during the school transition described themselves with strong role construction and self-efficacy. Enrollment decisions were based on encouraging language and culture learning, while continuation decisions were focused on educational opportunities and allowing the child to decide. (Contains 3 tables and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Tutoring; Intelligent Tutoring Systems; Computer Software; Problem Solving; Middle Schools; Junior High Schools; Mathematics; Mathematics Instruction; Algebra; Plane Geometry; Inferences; Mathematics Education

Abstract:
Determining how to provide good tutoring functions is an important research direction of intelligent tutoring systems. In this study, the authors develop an intelligent tutoring system with good tutoring functions, called "FUDAOWANG." The research domain that FUDAOWANG treats is junior middle school mathematics, which belongs to the objective mature domain. Its characteristic is that the knowledge employed is the mature knowledge accepted by most people. FUDAOWANG uses automatic reasoning technology about objective mature problems to realize its intelligence. Based on the results of the automatic reasoning, FUDAOWANG synthetically applies the problem-based tutoring and advanced education concepts to achieve the tutoring functions of stepwise prompt, detailed answers, rethinking after solution, consolidated exercise, etc. The evaluation of FUDAOWANG shows that it is helpful to students in improving learning achievements and cultivating good learning habits. (Contains 1 table, 1 box and 11 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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